This web page will refer to the 2017-2018 version of the course which will run from January to April 2018. Click here to see the old (2011/12) course pages.The course catalogue entry is INFR11069.
Lecturer: Helen Pain
Informatics Forum 4.17
Contact e-mail: helen (at) inf (dot) ed (dot) ac (dot) uk
Tuesdays and Fridays from 12:10-13:00, beginning on Tuesday January
16th, 2018. There is no teaching 19th to 23rd February during Flexible Learning Week. Teaching ends on Friday 6th April.
The class meets on Tuesdays in TR12, MEDS: this is Teaching Room 12 (Doorway 3), Medical School Teviot,
and on Fridays in G16, 7BSQ: Room G16, 7 Bristo Square
Course support and e-mail policy
Course schedule, including information on deadlines and links to class materials
Big questions and high-level themes for the course
Reading list (divided by lectures) indicating REQUIRED and SUGGESTED materials
UPDATED 17th March Unit 1: Information and materials for Student seminar series 1 (SSS1) and Assignment 1, including SSS1 papers
UPDATED 17th March Unit 2:
Information and materials for Student seminar series 2 (SSS2) and
Assignment 2, including SSS2 papers
Feedback and marking information, including marking guides (rubrics) for the assignments
Exam information and past papers
General resources
Cognitive Tutor 90-day trial available free from Carnegie Learning. Click on "Try a demo now" (left side).
Try Betty's Brain for free. Register at Vanderbilt Teachable Agents website under Try Betty's Brain. NB: Need internet access continuously while using.
Try ANDES physics tutor free from the ANDES project website.
Remember that this is supposed to be homework help for a more
traditional course, and probably cannot teach you physics all by itself.
This course consists of a mixture of lectures, small-group class
activities, student-led seminars, independent readings, and full-class
discussions.
Core Systems:
The course begins by presenting introductory lectures and readings about several core systems (i.e. existent adaptive learning environments) that will be referenced throughout the semester as examples for more specific topic units,
including but not limited to user modelling, metacognition, feedback,
and system evaluation. Topic units will be supported by additional
reading and class activities. There may also be a small number of
scheduled guest lectures (to be confirmed - probably not this year...).
Big Questions:
The course also explicitly asks four "big questions" about what
adaptive learning environments ARE, and what they have tried to
accomplish (and how/why). Throughout the course, the class will
collaborate to gather evidence related to these questions from the
various systems, topics, and papers discussed, and will try to
collectively generate some answers. Time permitting, the course will culminate with a
class debate about whether or not we believe that ALE/ITS research has
(so far) succeeded in accomplishing what we have identified as its main
goals.
Student Seminar Series (SSS)
The student seminar series (SSS) combine out-of-class preparation
with a student-led presentation to the rest of the class. The seminar
tasks are designed to add more in-depth information to the introductory
lectures, and allow students to practice key skills for the assignments
in a context where their classmates can help them, and where they can
get formative feedback (see below). There will be two seminar
series this year, with
all students participating in each series as a part of a small group
(about 4 to 5 students).
Assignments:
Each seminar series is linked to a written assignment. This
assignment will build directly on the task that students have
accomplished in their seminar, and the seminar readings. Thus, the
seminar instructions and the assignment are introduced at the same time,
so that students have a chance to choose the combined
seminar/assignment topic that interests them most.
Feedback and marking:
For each student seminar series (SSS), each of the groups will receive brief formative feedback
on how well they have accomplished their task, with specific comments
for improvement before they submit the assignment. Each student's essay
assignments will receive summative feedback in the form of a
completed marking guide (i.e. rubric) assessing the work on various
categories/subtasks. Each student will also receive feedback on
points where s/he is already doing well, and priorities for improving on the next assignment
(or for the exam, in the case of assignment 2).
The Exam - see exam notes
The exam will comprise 3 questions, to be completed in 2 hours. In all
questions, credit will be given for detail; for reference to
relevant literature and research; for reference to systems; for use of
examples; for discussion of strengths and limitations of approaches
considered; and for justification of conclusions.
Question 1 is compulsory and will consist of a number of several parts. These may
ask about specific concepts or systems or methods, in relation to
the lecture materials and the core systems and may also have design aspects (or systems or studies).
There will then be a choice of two further questions:
either Question 2 or Question 3. These longer questions can be essay questions or design questions,
or a combination. They may similar to material in the two assignments.
Essay questions will be
similar to the assignments
in that they ask you to give explanations, or suggest solutions to
problems, or discuss or critically evaluate issues, based on evidence
from the field-- you can draw on ANY evidence from any system(s),
papers, and
studies, as long as this evidence is relevant, detailed, and accurate.
Simply memorising isolated facts about systems will not be a very
good strategy for essays, as you will see if you look at
previous years' exams. Thinking in terms of argumentation, evidence, and
the course's "big questions" is likely to be a much better strategy
(and also a far more interesting one).
The design questions will draw on
design of all or part of system, or on studies to inform the design or
evaluation of a
system, and will may require knowledge of existing systems and previous research to base the
design on, or to compare. It may involve specification of task
requirements, learner group, example interactions, and methods for
design and evaluation (formative and summative).
The format of questions 2 and 3 will be similar to those in past
Advanced Interactive Learning Environments (AILE) and Adaptive Learning
Environments (MSc/UG4)
exam papers.
FAQ 1: How much programming is in this course?
There is ZERO programming in this course. We will be talking about
existing adaptive learning environments and about new designs at a
fairly high level, not at a detailed implementation level. That said,
knowledge of programming will certainly add to your understanding of the
course materials.
FAQ 2: Is this course suitable for visiting students? Yes. Visiting students are very welcome. Anyone with some general background in any of the following subjects should be fine to take this course: cognitive science, education, psychology, human-computer interaction, dialogue systems, AI. Unlike some other courses in Informatics, ALE-1 does not build directly on very specific content from earlier courses.
Informatics Forum, 10 Crichton Street, Edinburgh, EH8 9AB, Scotland, UK
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